By Keli Tucker with her English 403 class—The UW-Madison Writing Fellows program, directed by Dr. Emily Hall, is a peer tutoring program that selects exceptional undergraduate students to provide writing support to other undergraduates who are enrolled in a course with writing. Writing Fellows are assigned to courses in a variety of disciplines, including history, biology, gender and women’s studies, and many more. Under the guidance of the faculty teaching the course, Fellows help students […]
By Ava Hutt, Kailie Settles, and Caroline Shutt,Transylvania University Writing Center—University writing centers offer a myriad of benefits for students. But like many useful academic resources outside of actual courses, it can be difficult to sell Transylvania University students on the idea of peer tutoring, especially given conflicts with time: clubs, athletics, off-campus jobs, and more. In an effort to combat this reluctance, and as a way to help assist students transition into college writing, Transylvania University Writing Center began implementing a Course-Embedded Peer Consultant initiative in 2014. Course-embedded consultants (known as “CECs”), like Writing Fellows or Writing Associates at other colleges, work […]
Each year in the spring semester at UW-Madison’s Writing Center, Writing Fellows and Writing Center instructors hold a joint staff meeting where Fellows share original research about one-on-one writing tutoring. The Writing Fellows Program is a course-embedded peer tutoring program. Writing Fellows take a peer tutor education class course […]
By Jon Isaac—Last March, like every other instructor in the country, I shifted my course—a once-weekly graduate course on writing pedagogy—from in-person to entirely online. Along with the inevitable technological glitches, I also had to attend to the constantly-evolving conversations happening in and beyond higher education circles about rethinking expectations, student engagement, community-building, and evaluation. The questions that ran through my head as I imagined how my course would proceed for the final two months of the semester may sound familiar to you: Should I transition to entirely asynchronous instruction and just use online discussions on Canvas? Should I decrease the word limits of assignments and expectations for student engagement? How could our class possibly maintain the sense of community we had in person?
By Annette Vee—Like every other teacher in higher education right now, I’m navigating the new terrain of socially distanced, online, hybrid or hyflex teaching due to our global pandemic. I’m also a writing program administrator, which means that I share some responsibility to help other teachers navigate this terrain as well. Conscious of the labor issues of instructors preparing new classes in flex, hybrid or online contexts, I’m digging into my online toolbox to share strategies that might work for others in this context and for the future, after the pandemic. The best little tool I have for teaching online or in hybrid formats is a class blog. […]
By Karen Best—In August I published the first installment of this two-part series on working with multilingual or English as a second language (ESL) writers in courses all across campus. In that blog post, I confessed that I had really overshot my target word length and thus would divide the content into two separate blog posts. […]
On November 8, 2019, the UW-Madison Writing Center hosted a day packed chock-full of activities and events to celebrate its 50 years on campus. To provide a taste of the Writing Center’s evolution over time, we’ve included the slide show that Emily Hall and Nancy Linh Karls, Writing Center and Writing Across the Curriculum Interim Co-Directors, provided during their afternoon remarks. […]
By Bradley Hughes – In August of this year I retired from my career as Director of the Writing Center and Director of Writing Across the Curriculum at the University of Wisconsin-Madison. I had the privilege of directing the Writing Center for 35 years (from 1984-2019) and the Program in Writing Across the Curriculum for […]
By Emily Hall and Nancy Linh Karls –
There’s a slight chill in the air. An enormous sea of red streams across University Avenue. The beat of “Jump Around” reverberates through the air. The signs are clear: school is back in session at the University of Wisconsin-Madison. […]
By Jennifer Fandel—I have two words of advice on using social media in the Writing Center—embrace it!
And, to be absolutely honest and establish my hard-won credibility on the subject, let me say that I’m, personally, no social media devotee. But I have seen what social media can do, and […]